CHAPTER IV RESULT OF THE RESEARCH
B. Discussion
Graphic 7
The Comparison Precentage of Post-Test 1 And Post-Test 2
From the data above, the result of the students‟ between post-test 1 and post-test 2 there was the increasing. The students‟ average score that increased from 69,57 to the 79,69. So, there is increasing 10.12 points. It aimed to know the students‟ ability after the treatment.
score was 57,30%. The problem could be seen by the students‟
score in pre-test. It means that the result of students‟ narrative text writing ability was still low.
b. The Result of Post-Test 1
In this research, to know the students‟ narrative text mastery after implementing the treatment, the researcher conducted the post-test 1. It was done on Wednesday, February 21th, 2019.
From the result of post-test 1, 9 students (34,62%) passed the post- test 1. The lowest score was 54, the highest score was 81 and the average score was 69,57. It showed that in the cycle I, the students‟
achievement could increase enough but it was not successful because the indicator of success was not reached yet.
c. The Result of Post-Test 2
The researcher conductesd post-test 2 to know thw stuents‟s narrative text writing abulity after implementing the treatment. It was done on February, 28th, 2019. From the result of post-test 2, it showed that the average score was 79,69 passed of the Minimum Standard Criteria (76). In this stage, 21 students of 26 students passed the Standard Minimum Criteria (MSC). It means that most of the students passed in achieving material and the research was successful.
2. Comparison of Students’Score in Pre-Test, Post-Test 1and Post- Test 2
The score of students on narrative text writing ability from pre-test to post-test in cycle II could be seen on the table below:
Table 17
The Comparison of Students’Score in Pre-Test, Post-Test 1and Post-Test 2
No Name Pre-Test Score
Post-Test 1 Score
Post-Test 2 Score
Explanation
1 AN 46 69 83 Increase
2 AADS 54 60 76 Increase
3 AF 49 69 83 Increase
4 AF 57 71 87 Increase
5 AA 55 60 80 Increase
6 ALA 48 67 77 Increase
7 APN 77 81 85 Increase
8 AN 48 60 68 Increase
9 AM 77 80 89 Increase
10 CSM 51 78 88 Increase
11 DA 76 79 83 Increase
12 DS 54 60 79 Increase
13 SF 47 65 71 Increase
14 DNP 47 59 70 Increase
15 FPY 76 80 82 Increase
16 FRD 50 69 83 Increase
17 GPS 52 63 83 Increase
18 MAS 76 80 88 Increase
19 MCA 76 78 80 Increase
20 NK 54 80 83 Increase
21 NRR 44 54 66 Increase
22 PVD 48 70 79 Increase
23 RDI 47 55 72 Increase
24 RA 55 70 75 Increase
25 SDA 76 80 82 Increase
26 TP 50 72 80 Increase
Total 1490 1809 2072
Average 57,30 69,57 79,69
Based on the data above, it was known that there was positive significant increasing of the students‟ score. It could be seen from the average 57,30 to 69,57 became 79,69. So, the researcher conclude that the research was successful because the indicator in this research had been achieved.
The researcher showed the graph of the result of the pre- test, post-test 1 and post-test 2, as follow:
Graphic 8
The Result of The Pre-Test, Post-Test 1 and Post-Test 2
Based on the graphic above, it could be infered that four square method could increase the students‟ narrative text writing ability. It is supported by increasing the students from pre-test to post- test 1 and from post-test 1 to the post-test 2.
3. The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole students‟ learning activities on observation sheet. The table increasing of it as follow:
0 20 40 60 80 100
Pre-Test Post-Test 1 Post-Test 2
Table 18
The Table of Students’ Activities in Cycle I and Cycle II No Students’ Activities Cycle I Cycle II
F Percentage F Percentage 1 The students pay
attention of the teacher explanation.
14 54% 22 85%
2 The students ask/answer the question from the teacher
13 50% 23 88%
3 The students can following the learning process.
17 65% 24 92%
4 The students were active in building teamwork.
8 31% 20 77%
5 The students were fluent in narrative text writing.
12 46% 21 81%
Graphic 9
The Result of Students’ Learning Activities in Cycle I and Cycle II
Based on the dat had gotten, it can be explained as follow:
a. The students pay attention of the teacher explanation
The students‟ attention to the teacher explanation was increased from the first meeting to next meeting. In cycle I was 54% and in cycle II was 85%. It increased 31%.
0%
20%
40%
60%
80%
100%
1 2 3 4 5
Cycle I Cycle II
b. The students ask/answer the question from the teacher
The students who asked/answered question from the teacher was increased from the first meeting to next meeting. It showed when the students were able to answer the question from the teacher and when they did not undertsand the maeetrial they asked to the teacher. For this activity was increased 38%. It was from cycle I 50% and cyle II 88%.
c. The students can following the learning process
The students followed the learning process from the first meeting until last meeting was increased. in cycle I was 65% and cycle II was 92%. So, increased 27%.
d. The students were active in building teamwork
The students active in building teamwork were increased. it could be seen on the cycle I 31% and cycle II 77%.
e. The students were fluent in narrative text writing
The students were fluent in narrative text writing was increased. It could be seen when the students were asked to do the task for each cycle. In cycle I was 46% and cycle II was 81%. It was increased 35%
Based on the data above, it can be concluded that the implementation of four square method increases students‟ learning activities because most of the students shown good increasing in
learning activities when four square method was applied in learning process from cycle I to the cycle II.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result of the learning process on two cycles, the researcher would like to conclude that the narrative text writing ability could be increased by using four square method. Therefore, four square method can be effective method and it could be as alternative way in teaching writing, because the method easy to use, simple for implementing. So, it made the students easier to understand the material and it can increase the students‟ motivation in English studying. Then, it could be increased students‟ narrative text writing ability.
Using four square method can increase the activity of students learning process. It was supported by increasing of students‟ average score from the pre-test was 57,30, in post-test 1 the students score was 69,57 and the average score of post-test 2 was 79,69. So, the increasing score of cycle I and II were 10,12 and the minimum standard criteria (MSC) is 76.
It means that four square method could be used to increase the students‟
narrative text writing ability.
B. Suggestion
Based on the conclusion above, it can be delevered some suggestions to be shared more attention in teaching learning process go to:
66
1. For he Headmaster
To support the English teacher to use four square method in teaching learning process, because four square method is helpful.
2. For The English Teacher
It would be better for English teacher to apply the Four Square Method as an alternative way in teaching English, especially to increase the students‟ narrative text writing ability.
3. For the students
It suggested to increase the students‟ ability in teahing learning especially in mastery of writing and more active in leaning process in the class.
BIBLIOGRAPHY
Anisa Nurulita and Sumardiono.Improving Students’ Writing Skill In Recount Text Using Four Squares Writing Method (A Classroom Action Research at the Eight Grade Students of SMP Negeri 23 Surakarta in the Academic Year of 2014/2015). Surakarta: Universitas Slamet Riyadi.
Anne Burns. Collaborative Action Research for English Language Teachers.
Cambridge: Cambridge University Press, 1999.
Blake Education. Targetig Text Lower Primary: Narrative, Poetry, Description, Response. Singapore: Giant Press, 1999.
Chintia Ichsafitri. “Teaching Writing Of Descriptive Text By Combining Four Square Method And Critical Incident Questionnaire Method For Junior High School”, Journal STKIP Sumatera Barat.
Diana Hacker, Rules for Writer (sixth edition), New York: MLA Update, 2009.
Donald Ary and Lucy Cheser Jacobs. Introduction to Research in Education.
Canada: Wadsworth Cengage Learning, 2010.
Eny Maulita Purnama Sari, “Increasing The Students‟ Writing Narrative Text Ability Through Brainstorming Technique”. in Pedagogy Journal of English Language Teaching, Lampung Timur: UNU Lampung, Vol. 5, No. 28/
Desember 2017.
Evan J. Gould and Mary F. Burke. Four Square for Writing Assessment Secondary. USA: Teaching anad Learning Company, 2010.
H. Douglas Brown. Teaching by Princple an Interactive Approach to Language Pedagogy. San Francisco: Person Education Longman, 2000.
Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching:
An Anthology of Current Practice. USA: Cambridge University Press, 2002.
Jean McNiff and Jack Whitehead, Action Research: Principles and Practice (second edition). London and New York: Routledge Falmer, 2002.
Jeremy Harmer. How to Teach Writing. England: Longman, 2004.
Joyce Amstrong C. and Edward E. W. How to Teach Writing. United States of America: Teacher Ideas Press, 1993.
Judith S. Gould and Evan J. Four Square Writing Method A Unique Approach to Teaching Basic Writing Skills. United States America: Teaching and Learning Company, 1999.
Judith S. Gould and Evan J. The Total Writing Classroom. United States America:
Teaching and Learning Company, 2002.
---, Four Square Writing in the Content Areas. United States America: Teaching and Learning Company, 2004.
Juitania, Hanif Pujiani and Anti Suryanti. The Effect of Using Four Square Method on Students’ Writing Skill. E-journal. Jakarta: UNPAK, 2013.
Kautsar Rizqi Nursyifa, et al. Improving Students’ Writing Skill Using Four Square Writing Method. Surakarta: Sebelas Maret University.
Ken Hyland. Second Language Writing. United States of America: Cambridge University Press: 2003.
Nikki Gamble, et al. ExploringChildren’s Literature Teaching the Language and Reading of Fiction. London: Paul Chapman Publishing: 2002.
Rika Dartiara, “The Use Of Reflective Journal Writing in The Teaching Writing Through Recount Text At The Tenth Grade Student Of SMAN 1 Pagelaran Lampung” in Pedagogy Journal of English Language Teaching. Lampung:
Institut Agama Islam Negeri Metro, Vol. 5, No. 1/January-June 2017.
Sarra Cushing Weigle. Assessing Writing. New York: Cambridge University Press, 2002.
Thomas S. Kane. The Oxford Essential Guide to Writing. New York: Oxford University, 2000.
Virginia Evans, SuccessfulWriting Proficiency. Newbury: Express Publishing, 1998.
Yongesh Kumar Singh. Fundamental of Research Methodology and Statistics.
New Delhi: Age International Publisher, 2006.
APPENDICES
SILABUS MATA PELAJARAN
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH (SMA/MA)
MATA PELAJARAN
BAHASA DAN SASTRA INGGRIS (PEMINATAN)
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
JAKARTA, 2016
SILABUS Mata Pelajaran : Bahasa Inggris
Nama Sekolah : SMA N 1 Trimurjo
Kelas : XI
Kompetensi Inti :
KI 1 :Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran 3.1. Membedakan fungsi
sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaannya 4.1. Menangkap makna
secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks
naratif,lisan dan tulis, terkait cerita pendek
Fungsi sosial
Memperoleh hiburan, menghibur dan mengajarkan nilai-nilai luhur,
meneladani nilai-nilai moral, dsb.
Struktur text
(gagasan utama dan informasi rinci) - Pendahuluan (orientasi) dengan memperkenalkan tokoh, tempat, waktu, terjadinya cerita.
- Penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
- Krisis yang terjadi terhadap tokoh utama (komplikasi)
- Akhir cerita di mana krisis berakhir (resolusi) dengan bahagia atau sedih
Menyimak guru membacakan beberapa teks naratif berbentuk cerita pendek.
Menirukan guru membaca teks tersebut secara bermakna, dengan intonasi, ucapan, dan tekanan kata yang benar.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan dalam teks tersebut.
Membaca dan mendiskusikan contoh tabel analisis isi teks yang sedang dipelajari.
Membahas cara mempresentasikan hasil analisis tersebut.
Mempresentasikan hasil analisis secara lisan dalam kelompok masing-masing.
Membaca dan menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran - Ulasan atau komentar umum
(reorientasi), opsional.
Unsur kebahasaan
- Tata bahasa: tense Simple,
Continuous, Perfect, dalam bentuk Present dan Past, dengan atau tanpa kata kerja bantu modal, secara terintegrasi
- Kosa kata: terkait karakter, watak, dan setting dalam cerita pendek - Penggunaan nominal singular dan
plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Semua jenis adverbia.
- Ucapan, tekanan kata, intonasi,
teks naratif berbentuk cerita pendek dari sumber lain.
Mempresentasikan hasil analisis secara lisan di depan kelompok lain.
Menceritakan kembali teks naratif berbentuk cerita pendek yang telah dipelajari dengan menggunakan bahasa sederhana.
Melakukan refleksi tentang proses dan hasil belajarnya.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran ejaan dan tanda baca, dan tulisan
tangan
Topik
Cerita-cerita pendek yang memberikan keteladanan dan yang dapat
menumbuhkan perilaku yang termuat dalam KI.
Mengetahui, The Collaborator
Ristuning Waluyati, S.Pd NIP. 19770810 200502 2 002
Trimurjo, March 2019 The Researcher
Destri Maryana NPM. 14121157
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA Negeri 1 Trimurjo Mata Pelajaran / Kelas : Bahasa Inggris / XI Materi Pokok : Narrative Text
Alokasi Waktu : 2 Pertemuan (4 x 45 menit)
A. Kompetensi Inti:
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2 Menunjukkankan perilaku jujur,disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.1Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaannya.
4.1 Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek.
C. Indikator
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks naratifsederhana.
2.Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks narrative sederhana.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada teks naratif sederhana.
4. Merespon makna dalam teks naratif, lisan dan tulis, sederhana.
5. Menyusun teks naratif lisan dan tulis sederhana.
D. Tujuan Pembelajaran
1. Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris terkait teks naratif sederhana.
2. Siswa dapat menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks naratif sederhana.
3. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana dengan benar.
4. Siswa dapat merespon makna dalam teks naratif, lisan dan tulis, sederhana.
5. Siswa dapat menyusun teks naratif lisan dan tulis sederhana dengan benar.
E. Materi
Narrative text
1. Definition of narrative text
Narrative text can be said as narration story which tell us about adventure, legend, saga, fable, fairytale, folktale, romance, science fiction, myth, etc.
2. Function of narrative text
It aims to entertain or amuse the listener or reader. Narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds 2 resolution.
3. Generic structure:
a. Orientation
It is where the writer sets the scene for the story, informing the reader of the time, place and main characters of the story. (Biasanya bagian ini berisi tentang pengenalan tokoh, setting tempat/ latar, waktu.
b. Complication
The complication is the second step in a narrative, where the story is distruped in some way. Its usually involves the main character and one or more the minor characters. (Berisi tentang awal mula terjadinya masalah dan konflik-konflik yang dialami tokoh utama.
c. Resolution
It as the term suggests, it is where the problem or complication is resolved. (berisi tentang penyelesaian masalah dari konflik yang terjadi.
d. Re-Orientation
It as the term suggests, it is where the problem or complication is resolved.
4. Contoh Teks Naratif
Fox and A Cat
One day a cat and a fox were having a conversation. The fox, who was a conceited creature, boasted how clever she was. 'Why, I know at
least a hundred tricks to get away from our mutual enemies, the dogs,' she said
'I know only one trick to get away from dogs,' said the cat. 'You should teach me some of yours!'
'Well, maybe some day, when I have the time, I may teach you a few of the simpler ones,' replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance.
The barking grew louder and louder - the dogs were coming in their direction! At once the cat ran to the nearest tree and climbed into its branches, well out of reach of any dog. 'This is the trick I told you about, the only one I know,' said the cat. 'Which one of your hundred tricks are you going to use?'
The fox sat silently under the tree, wondering which trick she should use. Before she could make up her mind, the dogs arrived. They
fell upon the fox and tore her to pieces.
Moral : A single plan that works is better than a hundred doubtful plans.
F. Metode Pembelajaran/Teknik:
Metode : Four Square Method
G. Sumber/Bahan/Alat a. Alat dan media
Alat : White board, Marker Media : contoh teks naratif.
b. Sumber ajar
Internet dan buku yang relevan dengan materi tersebut.
H. Langkah-langkah Kegiatan Pembelajaran Pendahuluan Kegiatan Awal
1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
4. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD 5. Tanya jawab tentang material yang menjadi latar belakang pembahasan
materi.
6. Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa.
Kegiatan Inti A. Mengamati:
1. Guru meminta siswa untuk memperhatikan teks naratif sederhana.
2. Guru meminta siswa untuk mengidentifikasi ciri-ciri kebahasaan dan generic structure teks tulis sederhana dari naratif.
B. Mempertanyakan:
1. Dengan bimbingan dan arahan guru, siswa mempertanyakan pengertian topic, main idea dan generic structure dari teks naratif sederhana.
C. Mengeksplorasi:
1. Guru melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari.
2. Siswa menyatakan dan menanyakan tentang struktur teks pada naratif sederhana.
3. Guru melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
D. Mengasosiasi
1. Siswa membandingkan teks tulis naratif yang sudah ditulis dengan teman sebangku.
2. Siswa merevisi teks yang telah ditulisnya
E. Mengomunikasikan:
1. Guru meminta siswa menyampaikan hasil pekerjaannya di depan kelas.
2. Siswa yang lain memberi feedback pada teks naratif yang telah dipresentasikan.